Participate and share: Poster 
This checklist was based on three theories: Self-Regulated Learning Theory (SRL), Cognitive Load Theory (CLT), and Cognitive Theory for Multimedia Learning (CTML), and two conceptual frameworks: accessibility (WCAG 2.1 and Section 508) and copyright guidelines (Smith & Macklin, 2014, framework). The combination of three theories and two frameworks supports an inclusive design that supports learning, best practices for designing for learning, and intellectual property practices for sharing beyond the classroom.
Design-based Research (DbR) is an iterative approach moving through three phases: (1) analysis and exploration, (2) design and construction, and (3) evaluation and reflection, that repeat to provide multiple updates of the product/research (see Armstrong et al., 2020). The authors developed the first version of the Microlearning Infographic Checklist, moving through the first two stages of the DbR process. In late Spring 2022, the evaluation and reflection phase occurred with participants, providing feedback on the checklist for any updates and using the checklist to design infographics. Based on the data collected in Spring 2022, the researchers started the DbR phases again by analyzing and exploring the collected data from version 1, updating the design and construction of the checklist to version 2, and utilizing version 2 of the checklist with a new group of participants for evaluation and reflection in Fall 2022. The Fall 2022 data will be collected in October to December 2022.
The participants in this study are PK-12 in-service teachers who are enrolled in an online educational technology graduate program. This study is conducted in a graduate educational technology course focused on multimedia development, where students have to analyze and design multimedia products, including infographics. The same instructor and course design were utilized for the Spring 2022 and Fall 2022 groups.
The data was collected through a survey that includes Likert-scale and open response questions. The participants provided feedback on the use and clarity of the checklist when analyzing and designing microlearning infographics. Data included participants’ feedback about checklist items and perceptions about what checklist items they applied, why they chose those items, and how they applied those items. Data analysis included qualitative and quantitative methods with reflection of the data and exploration of other research to update the checklist. Version 2 of the checklist was developed in late Summer 2022 and is being evaluated and reflected on by participants in late Fall 2022. Version 3 of the checklist will be available for the conference.
The updates completed between version 1 and version 2 included:
1. Adding more resources for some items that were less novice-friendly such as the copyright and accessibility statements.
2. Moved URL statements to design instead of produce sections.
3. Reviewed the checklist for redundancy and wordiness, reducing the length of each item.
4. Updated the checklist items to all be in active voice, beginning with an action verb.
Based on the feedback provided by the group 1 participants (Spring 2022), these updates should better support novices in their design of microlearning infographics by supporting knowledge they may not have (e.g., copyright and accessibility), reducing the amount of information provided (supporting cognitive load), and organizing the statements based on when they are completed in the design process.
In Fall 2022, data is being collected on version 2 of the checklist and will be analyzed and the checklist will be updated to version 3 for the conference in June 2023.
Currently, infographic design resources provide support for creating eye-catching infographics but are not necessarily supporting the purpose of learning. More research is needed on designing infographics, especially for microlearning (Kasenberg, n.d.). The impact on students in the design of infographics is two-fold. First, supporting novice designers in the creation of infographics through this checklist, especially to support microlearning, will lead to better infographic design for learning. Second, supporting infographic design that better enhances learning, allows learners to more effectively and efficiently understand and perform new learning. This checklist was created from several theories and guidelines, providing designers with an easily accessible tool that is catered to helping them design microlearning infographics while keeping in mind the best design practices for learning.
Armstrong, M., Dopp, C., & Welsh, J. (2020). Design-based research. In R. Kimmons & S. Caskurlu (Eds.), The students' guide to learning design and research. EdTech Books. https://edtechbooks.org/studentguide/design-based_research
Balliett, A. (2011, October 14). The Do’s And Don’ts Of Infographic Design. Smashing Magazine. https://www.smashingmagazine.com/2011/10/the-dos-and-donts-of-infographic-design/#wrapping-your-mind-around-data-viz-and-infographic-design
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A new learning model. Journal of Hospitality & Tourism, 44(3), 551-561. 10.1177/1096348020901579
Giurgiu, L., 2017. Microlearning an evolving elearning trend. Scientific Bulletin, 22(1), pp.18-23.
Javorcik, T., & Polasek, R. (2019, November). Comparing the effectiveness of microlearning and eLearning courses in the education of future teachers. Proceedings of the 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA), Slovakia, 309-314.
Kasenberg, T. (n.d.). Just one thing – Microlearning a practitioners guide. Raptivity. https://knowledgebase.raptivity.com/microlearning-a-practitioners-guide/
Major, A., & Calandrino, T. (2018). Beyond chunking: Micro-learning secrets for effective online design. FDLA Journal, 3(13), 1-5. https://nsuworks.nova.edu/fdla-journal/vol3/iss1/13
Smith, K., & Macklin, L. (2014). A Framework for analyzing any U.S. Copyright problem.
Tipton, S. (2020). Microlearning as a framework. In J. Brusino (Ed.), ATD’s 2020 Trends in Learning Technology. Alexandria, Virginia: ATD Press.
UNC. (2021, August 19). Design guide: Infographics. https://guides.lib.unc.edu/infographics
U.S. Access Board. (2018, January 22). Revised 508 Standards and 255 Guidelines. https://www.access-board.gov/ict/#
W3C Web Accessibility Initiative. (2019, October 4). How to meet WCAG (Quick reference). https://www.w3.org/WAI/WCAG21/quickref/
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